资源简介

第一课时 Section A(1a－1d) & Pronunciation
Teaching Objectives
In this class，students will：
1．learn more words and expressions related to communication.
2．recognize the communication methods in the two conversations and grasp the key information.
3．talk about different communication methods in different situations.
4．master the pronunciation of the following sounds：/pl/，/bl/，/fn/，/vn/，/kl/，/ɡl/，/sn/，/zn/，/tl/，/dl/，/tn/，/dn/ and correctly read words containing the related letter combinations.
5．notice the linking，stress，intonation and pauses while reading.
Teaching Advice
Lead-in
Look and Share 1．Have students observe the theme picture on the opening page and discuss the questions on Page 71. The teacher can add one more question to the students. What do you think they are doing 2．The teacher can provide the following expressions as language support. ◆talk face to face，have a lively discussion，eye contact，body language，facial expressions，more effective… ◆make a video call，communicate with people who are not here，convenient，break the limitation of distance… 3．Invite some students to share answers. Free Talk 1．Ask students to work in pairs to discuss the following questions： ◆What forms of communication do you usually use ◆Who do you communicate with using these forms 2．Invite some pairs to share answers. Before that，the teacher can share his/her own answer to set an example for students like this： I usually send text messages to my friends on WeChat because it's quick and convenient.But I prefer video calls when I talk to my parents because it feels more personal.Besides，I make phone calls to communicate with my grandparents every month.
Pre-listening
1a Have students read the phrases to make sure they get the meanings. Ask students to match the phrases with the pictures. Check answers in class. 4. Encourage students to add more forms of communication.And the teacher can encourage them to think in what situations they will use these forms of communication.
While-listening
1b 1．Ask students to look at the table and remind them to listen for the related key points. 2．Have them listen to the conversations and complete the table. 3．Check answers in class. 1c 1．Have students read the questions to get the meanings.Explain the difficult words and expressions such as “rehearsal” and “pick up” if necessary. 2．Have students listen to the conversations and write down the answers.If necessary，the teacher can let students listen again to check their answers. 3．Invite some students to share answers in class. 4．Present the listening scripts and guide students to pay attention to the sentence pattern： “If…，… will…”．Introduce the meaning and usage briefly.If possible，provide more sentences like these for students to perceive.
Post-listening
1d 1．Have students read the instruction and the sample conversation.Make sure they get the meanings. 2．Ask students to list some places of interest and well known local food in the city. 3．Let students work in pairs to make up conversations about what they will do.Remind them to use the sentence pattern “If…，…will…”．The teacher can provide a start for them： A：Hi Emily！I'm calling to invite you to visit China this summer. B：That sounds amazing！What will we do if I come A：If you come to…，I'll show you…And if we have time，we'll try… B：I can't wait！If I go there，I'll bring my camera to take photos. A：… 4．Invite some pairs to role play their conversations.
Pronunciation
Exercise 1 Have students read the words in each column and pay attention to the pronunciation of the letter combinations in bold. Ask students to listen and repeat after the recording.Then explain the key points of pronouncing these sounds. 3．Encourage some students to read these sounds and words in class so that the teacher can find some possible problems or mistakes.The teacher gives correct demonstrations and makes them practise the pronunciation more. 4．Brainstorm more words to add to each group. Exercise 2 1．Guide students to review what these marks mean. 2．Before listening，ask students to read the passage according to the marks.Then have students listen and notice the linking，stress，intonation，and pauses. 3. Guide students to repeat after listening.Explain the difficult points if necessary.For example，In “give a cat”，we link “give” and “a” because it makes our speech more fluent. 4．Divide students into pairs.Ask them to take turns to read the text to each other，trying to use the correct linking，stress，intonation，and pauses.Walk around the classroom and give individual guidance. 5．Invite some pairs to read in front of the class.After each pair reads，ask other students to comment on their pronunciation based on the four elements they learned.
Summary Ask students to summarize what they learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design talk face to face　　　　　　send emails send text messages use sign language make a video call make a phone call
Teaching Reflection
The lead in activities successfully engaged students，making them actively think about communication methods. During listening exercises，most students could identify key information，but some had difficulty understanding new words like “rehearsal”．In pronunciation teaching，although the step by step practice was helpful，a few students still couldn't master the correct pronunciation of certain letter combinations and linking rules.Next time，I'll provide more examples for difficult points and give more individual support to troubled students.【预习自学】
预习单词
公开活动；重要事情n. __________ / vent/
费用；价钱；代价n.；价格为；使损失；使付出努力v. __________ /k st/
机会；时机n. __________ / p tju n ti/
对…… 有用；使受益v.；益处；成效 n. __________ / ben f t/
回答；回复n.&v. __________ /r pla /
荣幸；尊敬n.；给…… 荣誉；表彰v. __________ / n (r)/
真诚地；诚实地adv. __________ /s n s li/
开篇的；开始的adj.；开始；孔；洞n. __________ / p n /
结尾的；结束的adj.；停业；关闭n. __________ / kl z /
句子；判决n.；判决；宣判v. __________ / sent ns/
日期；日子；约会n.；确定年代；注明日期v. __________ /de t/
从句；分句n. __________ /kl z/
预习短语（英译汉）
take place ______________
benefit ... from ... ______________
give a speech _____________
attend the event _______________
预习句子（英汉互译）
这次活动将会在1月10号上午9点开始。
______________________________________________
如果您能够参加这次活动，我们将承担您所有的差旅和酒店费用。
___________________________________________________________
The event is an excellent opportunity for students, parents, and teachers to hear new opinions and ideas.
_____________________________________________________________________________
If you can spare the time to give a speech on teenagers' communication skills, we are sure the
students will benefit a lot from you.
_____________________________________________________________________________
参考答案：
预习单词
event, cost, opportunity, benefit, reply, honour, sincerely, opening, closing, sentence, date, clause
预习短语
发生；进行
从......中获益
发表演讲
参加活动
预习句子
The event will take place at 9 a.m. on 10th January.
If you are able to attend the event, we will cover all your travel and hotel costs.
这次活动对学生、家长和教师而言，是一个聆听新观点和想法的绝佳机会。
如果您能抽出时间就青少年沟通技巧发表演讲，我们确信学生们会从您这儿获益良多 。第三课时Grammar Focus(3a－3c)
Teaching Objectives
In this lesson，students will：
1．master the structure and usage of if clauses in conditional sentences.
2．talk about conditions and results using the if clauses in different situations.
Teaching Advice
Lead-in
Watch and Say 1．Have students watch a video and discuss what the people are talking about.(视频见优翼配套教学课件) 2．Guide students to say the answer together： They are talking about what will happen if it snows or doesn't snow. They are also talking about what they will do if they have a day off. 3．Write the sentences in the video on the blackboard and have students notice the structure “If…will…” and the meaning.Have them pay attention to the tenses in the sentences especially. 4．Explain the usage of if clauses briefly and provide more sentences for students to understand. Free Talk 1．Have students talk about the following questions in pairs using the target language. ◆What will happen if it snows tomorrow ◆What will you do if you have a day off 2．Invite some pairs to share their answers.
Explore the Grammar
3a 1．Have students read the sentences in the table and identify the if clause and main clause.Encourage them to find more sentences with if clauses in Section A． 2．Guide students to summarize the usage.The teacher can use the following questions as prompts： ◆What tense is used after “if”？ ◆What tense is used in the other part of the sentence ◆What does the sentence talk about ◆What does the “if” clause show ◆What does the other part of the sentence show 3．Present the rules to students.
Grammar Rules
if引导的条件状语从句，if意为“如果；假如”，表示现实中可能出现的情况，遵循以下原则： 1．主将从现：当主句是一般将来时态(谓语结构为will＋动词原形)时，从句要用一般现在时。 E．g.If it rains tomorrow，we won't go on a picnic. 2．主情从现：若主句含有情态动词(如can、may、must、should等)，从句用一般现在时。 E．g.If you want to be healthy，you must eat more vegetables. 3．主祈从现：当主句是祈使句时，从句用一般现在时。 E．g.If you are happy，share your happiness with others. [注意]从句的位置既可以放在主句前面，用逗号与主句隔开，也可以放在主句后面。 E.g.If you study hard，you will get good grades.＝You will get good grades if you study hard.
Grammar Exercises
3b 1．Ask students to read the instruction and complete the matching exercises. 2．Have students work in pairs to check the answers.Then ask some pairs to share their answers. 3c 1．Have students look at the two pictures and identify what forms the two messages are in.Guide them to find the first one may be a note and the second one is a voice message. 2．Ask students to complete the two messages and check the answers in class. 3．Have students discuss what the situations are and whom the information is for in pairs. 4．Invite some pairs to share their answers.
Summary Ask students to summarize the usage of if clauses in conditional sentences. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the grammar rules on the blackboard.
Teaching Reflection
This lesson effectively introduced if clauses through a video discussion and free talk，helping students notice the “If…will…” structure.Students practised identifying and using if clauses in pairs，enhancing their understanding through communication.While most grasped the basic structure，some had trouble distinguishing clauses.The combination of observation，practice，and discussion worked well，but additional reinforcement activities could help students better understand conditional sentences.【预习自学】
预习单词
会面；会议 n. _____________ / mi t /
困难；难题 n. ____ / d f k lti/
字行；便条；线 n. ____ /la n/
细节；详情 n. ____ / di te l/
团聚；重逢；聚会 n. ____ / ri ju ni n/
严肃地；认真地 adv. ____ / s ri sli/
训练；培训 n. ____ / tre n /
预习短语(英译汉)
right away _____________
drop sb. a line _____________
预习句子(英译汉)
If you can’t reach her by phone, try texting.
____________________________________________________
If I have good news, I’ll call you right away. _________________________________________________
如果这个老人听力有问题，你可以替他把信息写下来？
If the old man_______ ___________ _______hearing, you can________ things ________for him.
感知语法
if引导的条件状语从句，if意为“如果，假如”，表示现实中可能出现的情况.
当主句是一般将来时态（谓语结构为 will + 动词原形 ）时，if 引导的从句要用____________。
e.g. If it rains tomorrow, we won't go on a picnic.
You’ll miss the bus if you don’t hurry.
参考答案：
【预习自学】
预习单词：meeting；difficulty；line；detail；reunion；seriously；training
预习短语：立即，马上；给……写信
预习句子：1. 如果你打电话联系不上她，试试发短信。
2.如果我有好消息，我会立刻给你打电话。
3.has difficulties in, write down
感知语法：一般现在时第四课时Section B(1a－1e) & Vocabulary in Use
Teaching Objectives
In this lesson，students will：
1．understand the text about how to make a better conversation and get detailed information.
2．discuss the tips for good communication and how to use them in real life.
3．think about their own communication habits and share more tips to improve conversations.
Teaching Advice
Lead-in
1a Ask students to think about their experiences of meeting someone for the first time and discuss： ◆What do you usually talk about when you meet someone for the first time ◆What makes you feel comfortable or uncomfortable during the first conversation Teaching Tip：The teacher can give students some hints for the second question.For example，you will feel comfortable when you talk about something you both like，or the other person asks some questions you know well.You feel uncomfortable when there is a long silence，or the other person doesn't listen to you.
Pre-reading
1b 1．Ask students to look at the title and the picture，and then predict the content. ◆What do you think the text is about ◆Who did the author write this text for 2．Let students skim the text and check if they made correct predictions.
While-reading
1c 1．Have students read the text and complete the table with the information from the text. 2．Invite some students to share their answers and give feedback. Extension Questions 1．Ask students to read the text again and answer the questions. ◆What is the most important thing in a conversation ◆What topics should you avoid ◆What should you do if you don't agree with someone on some topics ◆Why is sincerity important？How can you show sincerity when talking to others ◆Why is body language important？Can you give examples of positive and negative body language 2．Ask different students to answer the questions and check their answers. 1d 1．Have students read the sentences in 1d and find out what the pronouns in bold refer to. 2．Check the answers with the students.
Post-reading
1e 1．Let students discuss the questions.The teacher can give them some prompts for the first and third questions. ◆Good listener：pay attention to what the other person is saying，ask questions to show interest，don't interrupt，wait for your turn to speak，use body language/… ◆Other tips：Use humour to make the conversation more relaxing./Be patient and give other people time to speak./Don't use your phone during the conversation./Be open minded and respect different opinions./… 2．Lead students to share what they can learn from the text and guide them to make the conclusion：Good communication skills are key to success in life.
Vocabulary in Use
2a 1．Ask students to look at the suffixes in the box and explain their usage. 2．Let them read the sentences and add the proper suffix to each word in brackets to make a new word.Then complete the sentences with the new words. 3．Check the answers with the students. 2b 1．Let students read the phrases in the box and make sure they know their meanings. 2．Ask students to complete the sentences with the phrases in the box. 3．Check the answers with the students. 2c 1．Have students read the words and the sentences，and then complete the sentences with the correct forms of the words in the box. 2．Ask students to order the sentences to make a short passage. 3．Check the answers with the students.
Summary Ask students to summarize what they learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design How to Make a Better Conversation 1．Listen carefully：ask questions about the other person's interests 2．Choose the right topic：avoid personal questions；move on if you disagree 3．Be honest and sincere：say “I don't know” if necessary；mention others' strengths 4．Use body language：stand straight，smile，and be yourself
Teaching Reflection
In this lesson，students successfully read and understood the text about how to make better conversations.However，some students found it a challenging task to express their own communication habits and suggest new tips.Next time，I'll provide more examples and sentence frames to help them.The discussion activities went well，but I'll give clearer instructions to encourage quieter students to participate more.第五课时Section B (3a－3c)
Teaching Objectives
In this lesson，students will：
1．understand the invitation letter and identify key elements，such as date，time，place and topic.
2．analyze the structure of the invitation letter.
3．write their own invitation letters.
Teaching Advice
Lead-in
Review 1．Have students retell what communication skills they have learned in the last lesson. 2．Ask students to talk about the problems they have in daily communication with their parents. 3．Draw the conclusion：We need more communication skills. Scenario Simulation 1．Set the scene：To help teenagers have better communication with parents，the school is going to invite an expert Professor Jones to give a speech. 2．Present the letter in 3a.
Pre-writing
3a 1．Ask students to read the invitation letter from Minghua Middle School and underline the date，time，place and topic of the speech. 2．Check the answers with the students. 3b 1．Have students read the sentences and decide whether each sentence is the opening(O) or the closing(C) for an invitation letter. 2．Check the answers with the students. 3．Explain the purpose of opening and closing sentences. ◆Opening sentences are used to introduce the purpose of the letter and make the guests feel welcomed. ◆Closing sentences are used to express the anticipation for the guests' responses and end the letter politely. Analyze the Letter 1．Let students analyze whether the language of the invitation letter is formal or informal. 2．Encourage students to analyze the structure of the invitation letter first，and then give feedback. 3．The teacher can provide a writing structure for the students. ◆Opening：Introduces the event and expresses the invitation. ◆Body：Provides details of the event(date，time，place，topic) and reasons to attend(if clauses). ◆Closing：Ends the letter politely and expresses anticipation for responses.
While-writing
3c 1．Ask students to write their own invitation letters using the structure.Tell them that they can use the expressions in 3b for help. 2．The teacher can provide students with some additional expressions which can be used in an invitation letter. ◆Opening：We are happy to invite you to…/You are invited to…/We hope you can come to… ◆Body：The event will take place on [date] at [time] in [place]./The event will be held in [place] on [date] from [time] to [time]./The topic of the event is…/The event will focus on…/We will discuss…/If you attend，you will have the chance to…/If you join us，you will learn more about… ◆Closing：We are looking forward to hearing from you soon./We can't wait to welcome you to the event./We hope to receive your reply.
Post-writing
1．Let students exchange their letters with their partners and check if all requirements are included. ◆Does the letter have a clear opening and closing ◆Are the date，time，place，and topic of the speech clearly stated ◆Are if clauses used to explain why they should attend the speech 2．Invite several students to read their letters to the class and give feedback.
Summary Ask students to summarize what they learned in this lesson. Homework 1．Polish their writings. 2．Finish the related exercises in the books produced by Youyi. Blackboard Design Write the structure of the invitation letter and the additional expressions in 3c on the blackboard.
Teaching Reflection
In this lesson，students learned how to write an invitation letter by analyzing its structure and practising writing with provided expressions.Most students understood the purpose of opening and closing sentences and used them effectively.However，some students found it challenging to use if clauses to explain why someone should attend the event.Next time，I'll provide more examples and practice activities to help them.The peer review activity was helpful，but I'll give clearer instructions to encourage more participation.【预习自学】
预习单词
表达；交流 n. ____ /k mju n ke n/
手势；迹象；标志 n.
签（名）；签字 v. ____ /sa n/
说话者；发言者 n. ____ / spi k (r)/
排演；排练 n. ____ /r h sl/
当地的；地方的 adj.
当地人；本地人 n. ____ / l kl/
预习短语
face to face _____________
text message _____________
show sb around_____________
预习句子（英汉互译）
We'll finish at 7:00 p.m. if it's on time.
_______________________________________________________
你能在7:15分来接我吗
Can you___________ ___________ ____________ at 7:15
If the traffic is too bad, you'll have to wait for a few minutes..
_______________________________________________________
如果今年我去中国， 我将会和你一起去这个公园？
________ I go to China this year, I _____ go to the park with you.
参考答案：【预习自学】
预习单词：communication；sign；speaker；rehearsal；local
预习短语：面对面；（手机）短消息，短信；领某人参观
预习句子：1. 如果按时进行，我们将在晚上 7 点结束。
pick me up
如果交通太拥堵，你将不得不等几分钟。
If；will【预习自学】
预习单词
面对面的adj. __________ / fe s t fe s/
教授n. __________ /pr fes (r)/
演说；发言n. __________ /spi t /
争论；争吵v. __________ / ɑ ɡju /
较喜欢v. __________ /pr f (r)/
镇静的；沉着的adj.；使平静；使镇静v. __________ /kɑ m/
表达方式；表达n. __________ / k spre n/
机会；可能性n.；意外的；偶然的adj. __________ /t ɑ ns/
预习短语（英译汉）
make up (with sb) _______________
in person ________________
worry about _______________
预习句子（英汉互译）
有时候我的朋友和我吵架了，但是不知道如何和好。
_________________________________________________________
在这种情况下最好的沟通方式是什么？
_________________________________________________________
如果你想解决这个问题，一场面对面的交谈通常效果最佳。
_________________________________________________________
我明白，但是亲自见面并不总那么容易。
_________________________________________________________
Some of you may prefer texting, but it takes longer and can make things worse if you're not careful with your words.
_______________________________________________________________________________
参考答案：
预习单词
face-to-face, professor, speech, argue, prefer, calm, expression, chance
预习短语
与......言归于好
亲自；亲身
为......担心
预习句子
Sometimes my friends and I argue but don't know how to make up.
What's the best way to communicate in this situation
If you want to solve the problem, a face-to-face talk usually works the best.
I understand, but meeting in person is not always easy.
你们中的一些人可能更喜欢发短信，但这会花费更长时间，而且如果你们用词不当，还会让事情变得更糟 。Unit 8 Let’s Communicate!
单元总览
单元主题分析
本单元围绕“沟通与交流”展开，属于“人与社会”主题范畴下的“良好的人际关系与人际交往”子主题。通过本单元的学习，学生将了解不同的沟通方式，掌握有效沟通的技巧，并能够在实际生活中运用这些技能。本单元旨在帮助学生理解沟通的重要性，培养他们在不同情境下的沟通能力，同时提升他们的语言表达和人际交往能力。
Section A部分主要提供了打电话、视频通话和面对面沟通的场景。通过这些对话，学生能够理解在不同情境下如何进行有效的沟通，并掌握相关的词汇和表达。此外，Section A还通过听力和口语活动，帮助学生在实际情境中运用英语进行有效沟通。
Section B部分探讨了如何通过沟通技巧改善对话质量。学生通过阅读关于沟通技巧的文章，理解倾听、选择合适话题、真诚、注意肢体语言等沟通技巧的重要性。此外，Section B还通过写作任务，帮助学生巩固撰写邀请信的能力，在真实情境中练习使用目标语言。
总之，本单元通过丰富的听、说、读、写活动，帮助学生掌握了与沟通相关的语言知识，并引导他们认识到沟通在人际交往中的重要性。通过学习，学生不仅提升了语言能力，还培养了良好的沟通习惯和跨文化交际意识，体现了“人与社会”主题下的教育目标。
单元学习目标
通过本单元的学习，学生能够：
1．掌握不同沟通方式的词汇和表达，并能够在实际情境中运用这些表达。
2．理解并运用条件句(if clauses)进行假设、建议和预测，提升语言表达的灵活性。
3．通过阅读关于沟通技巧的文章，理解有效沟通的关键要素，并能够在实际生活中运用这些技巧。
4．听辨并正确朗读包含/pl/、/bl/、/fn/、/vn/、/kl/、/ɡl/、/sn/、/zn/、/tl/、/dl/、/tn/、/dn/发音的单词，逐步建立字母与发音的联系，提升读音的准确性；在句子朗读中综合运用连读、重音、语调、停顿等技巧。
5．通过写作任务，撰写正式的邀请信，并能够清晰地表达自己的意图。
6．学会在不同情境下选择合适的沟通方式，培养良好的人际交往能力。
单元学习重难点
重点：
掌握不同沟通方式的表达及其适用场景。
理解并运用条件句(if clauses)进行假设和预测。
学习如何撰写正式的邀请信，并掌握其结构和语言特点。
理解有效沟通的技巧，如倾听、选择合适话题、注意肢体语言等。
难点：
条件句的灵活运用，特别是在复杂情境下的表达。
如何在邀请信中清晰地表达自己的意图。
在实际对话中运用沟通技巧，如倾听、选择合适的话题、注意肢体语言等。
单元课时划分
第一课时Section A(1a－1d) & Pronunciation　　
第二课时Section A(2a－2e)
第三课时Grammar Focus(3a－3c)
第四课时Section B(1a－1e) & Vocabulary in Use
第五课时Section B(3a－3c)【预习自学】
预习单词
担忧的；焦虑的；胆怯的adj. __________ / n v s/
陌生人n. __________ / stre nd (r)/
指点；实用的提示；尖端n.；（使）倾斜；倒出；给小费v. __________ /t p/
认真地；仔细地；小心地adv. __________ / ke f li/
听者n. __________ / l s n (r)/
观点；重点n.；指向；瞄准v. __________ /p nt/
想必；必定adv. __________ / li/
持续；继续做v. __________ /k n t nju /
不礼貌的；粗鲁的adj. __________ / mp la t/
个人的；私人的adj. __________ / p s nl/
真诚的；诚实的adj. __________ /s n s (r)/
付费；交纳；偿还v.；工资；薪水n. __________ /pe /
注意；专心；关注n. __________ / ten n/
提供；主动提出v.；主动提议；出价n. __________ / f (r)/
预习短语（英译汉）
show interest in sth _____________________
argue with sb _________________________
move on (to sth) _______________________
find out ______________________________
pay attention (to...) ________________________
be yourself ___________________________
预习句子（英汉互译）
If you are a good listener, you will find some good points to ask questions about.
___________________________________________________________________
如果你不同意他人（的观点），不要和他们争论。直接换个话题。
___________________________________________________________________
如果你想让他人高兴，提及他们的长处。
___________________________________________________________________
不要假装友好，因为人们会发现你没有说实话。
___________________________________________________________________
Stand up straight, smile, and be yourself-you have a lot to offer.
___________________________________________________________________
参考答案：
预习单词
nervous, stranger, tip, carefully, listener, point, surely, continue, impolite, personal, sincere, pay, offer
预习短语
对......表现出兴趣
与某人争论
换话题；开始做（别的事）
查明；弄清（情况）
注意；关注
行为自然；不做作
预习句子
如果你是一个善于倾听的人，你会找到一些值得提问的亮点。
If you don’t agree with others, don’t argue with them. Just move on to another topic.
If you want to make the other person happy, mention his or her strong points.
Don’t just pretend to be nice, because people can find out you are not telling the truth.
站直身子，面带微笑，不做作——你有很多（优点）可以展现。第二课时　Section A(2a－2e)
Teaching Objectives
In this lesson，students will：
1．understand the conversation about communication strategies and grasp the detailed information.
2. compare the pros and cons of different ways of communication.
3. choose different ways of communication with different people in their daily lives.
Teaching Advice
Lead-in
Free Talk Show students a picture of two friends who argued with each other and ask them how to solve the problem. ◆Have you ever argued with your friend？What was the result ◆If you want to make up with your friend after an argument，what way of communication comes to your mind first？What is its advantage Teaching Tip： 1．The teacher can give students some choices，such as waiting for your friend to apologize to you，talking to your friend face to face，calling your friend and asking others to pass a note to your friend. 2. The teacher can also provide students with some expressions about solving conflicts，for example，calm down，figure out a way，apologize and listen to each other.
Pre-listening
1．Ask students to skim the conversation and answer the following questions. ◆What is the conversation mainly about ◆How many ways of communication are mentioned in the conversation 2．Check the answers with the students.
While-listening
2a 1．Have students listen to the conversation and fill in the blanks with the choices in the box. 2．Check the answers with the students. 2b 1．Have students read the conversation and answer the questions. 2．Invite some students to share their answers and give feedback. Further Thinking Let students think more about the details of the conversation. ◆What do you think the pros and cons of the communication methods mentioned in the conversation are ◆Among teenagers，which communication method is used more frequently to make up the relationship between friends ◆Which communication method would you like to try in the future 2c 1．Have students look at the chart and let them talk about how they communicate with different people in their lives. Teaching Tip：The teacher can write students' answers on the blackboard and provide them with some expressions about the popular communication methods，such as chatting online，using social media(WeChat，Facebook，Blog or QQ)，and leaving comments on Moments. 2．Ask students to complete the chart and then invite some of them to share their answers. Teaching Tip：The teacher can give an example to the students.For example，when it comes to sharing some interesting stories with my friends，I prefer to send text messages，because I can send pictures in the message and they can read them at any time. 2d 1．Ask students to listen to the conversation again，and then role play it. 2．Invite three or four pairs of students to perform in front of the class.
Post-listening
2e 1．Ask students to read the situations and the expressions，and then choose a situation and make up a conversation with a partner.Tell them to use the expressions in the box for help. 2．Invite several groups of students to share their conversations with the class.
Summary Ask students to summarize what they learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design
Teaching Reflection
In this lesson，most students understood the conversation well and they could answer the questions accurately.But when it came to task 2e，they faced difficulties. Creating dialogues using given situations and organizing language on their own proved challenging for them.In the future，I will provide them with some model dialogues.Also，the homework and blackboard design could be adjusted to better support students' learning.

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